초록

短期記憶의 容鏺을 決定짓는 心理的 機制들로서 暗誦, 略昘化, 体制化 및 持裱등이 捉起되어 왔다. 이 機制들을 둘러 싼 爭點들을 解決키 위해 두 實験들이 遂行되었다. 黄験 I은 被験者의 年令, 知能과 刺钱提示速度를 操作하여 그들의 數字 短期記憶의 容缺을 測定하였다. 年令과 捉尔速度問에는 有意한 相互作用이 있었으나, 知能과 提示速度問에는 그렇지 못하였다. 이 結果는 知能가 年令이 다른 機制들을 通해 短期記憶의 容飼을 增加지키는 것으로 解釋되며, 特이 年令은 略昘化의 加速化를 通해 容墩을 增加시키는 것으로 보인다. 提示速度에 関係없이 初頭效果기 觀察되어 暗誦이 容鼌의 決定者로서 疑問视되었다. 實験 II는 實験 I이 取扱한 變因 以外에 單甜剌戟를 問의 範崎関聯度를 操作하여 短期記憶 容儀의 決定機制들을 考察하였다. 變因間의 相互作用의 形態는 年令은 略昘化, 知能은 体制化를 通해 容袋을 增加시킴이 드러났다. 投小速度에 相開없이 觀察된 初頭效果는 暗涌이 容界을 決定하는 機制가 아님을 나타내었다. 實験 II 또한 知能과 範疇関聯度, 그리고 知能과 群集化의 範囲問의 相互作用을 通해 情報의 持續이 그 体制匕에 匕有될 可能性을 보여 주었다.

Abstract

Four mechanisms have been proposed to explain a developmental increase in short-term memory (STM) capacity: Rehearsal, encoding, organization, and persistence of memory trace. Two experiments were designed to test these mechanisms. Experiment I dealt with three factors, subjects' age, intelligence, and presentation time of stimuli, in a digit STM task. A significant interaction effect was observed between age and presentation time, but not between intelligence and presentation time. These findings suggest that intelligence and age of the subject affect the STM capacity via different mechanisms. In particular, age influences the STM capacity through speeding up encoding operation. Primacy effect was obtained, regardless of age, intelligence, and presentation time, suggesting that rehearsal is not a major determinant of the increase in STM capacity. Experment II further included the manipulation of categorical relatedness of words in a stimulus list. It was found that age affects encoding speed, whereas intelligence influences organization process. Rehearsal is again rejected on the ground that primacy effect was obtained in all conditions. Experiment II also revealed signicant interactions between presentation time and clustering size and between intelligence and clustering size at retrieval. These findings suggest that persistence of memory trace depends to a large extent on organization of items at input. Hence, three out of four mechanisms are proved to be major determinants of the STM capacity. These findings call for shift to a multi-process view of the development of the STM capacity.

초록

80명의 男女被験者에게 被験打(P, 他人(0), 纣象(X) 이 包含된 8 個의 元関係(triadic relations)를 提示하였다. 元関係속의 他人과 対家을 抽象的으로 規定하거나 具体的으로 써넣게하여 具体性水潗을 変化시켰다. 被験者들에게 状況의 愉快度, 自己의 他人 및 対象에 대한 態度와 他人의 讨象에 대한 態度를 変化시키고 싶은 程度를 評定케 했다. 愉快度 点数에서 抽象的條件 보다 具体的 條件이 더 높은 評定을 받았고, 態度의 致 보다 不一致가 條件間의 愉快度点数差를 일으켰다. P-X関係変化 意図点数에서 具体的 條件에서는 正的 P-O의 状況이 負的P-O의 状況 보다 더 높았고, 抽象的 條件에서는 負的 P-O의 状況이 正的 P-O의 状況 보다 더 높았다. O-X関係変化意図 点数에서 具体的條件 보다 抽象的 條件에서 均衡과 不均衡의 区別이 더 커서 Heider와 Newcomb의 理論을 더 支持했다. 男子는 女子 보다 正的 P-O의 状況을 더 偷快하게, 負的 P-O의 状況을 더 不快하게 評定한 反面에 女子는 男子 보다 致 状況을 더 愉快하게, 不一致 状況을 더 不快하게 評定했다. 男子는 女子보다 P-O외 O-X 関係를 더 크게 変化시키려 했고, 負的 P-O 関係를 더 変化시키려 했다. 被験者들은 P-O나 P-X 関係보다 O-X 関係를 더 変化시키려 했다. 愉快度点数에서의 均衡効果는 Newcomb의 非均衡提案을 支待치 않았다.

Abstract

Eight triadic relations were presented to 40 male and 40 female Ss. In each triad subject (P), other person (O), and object (X) were involved. Concreteness of other person and object were varied using the abstract or concrete other person and object. Ss were asked to indicate (1) the degree of unpleasantness and (2) the degree of willingness to change P-O, P-X, and O-X relation of the triadic relations on the 11-point scales. The concrete condition received higher pleasant ratings than the abstract condition. and disagreement made the differences in pleasantness among the concreteness conditions. On the score of willingness to change P-X relation, the positive P-O situation received higher score than negative P-O situation received higher score than negative P-O situation in the concrete condition, while the negative P-O situation received higher scores than positive P-O situation in the abstract condition. The theories of Heider and Newcomb received more support in the abstract condition than in the concrete condition on the score of willingness to change O-X relation. The male Ss gave higher pleasant ratings to the positive P-O situations and lower pleasant ratings to the negative P-O situations than the female Ss, while the female Ss gave higher pleasant ratings to the agreement situations and lower pleasant ratings to the disagreement situations than the male Ss. The male Ss gave higher scores of willingness to change P-O, O-X and negative P-O relation than the female Ss. The O-X relation received higher willingness to change scores than P-O and P-X relation. Newcomb's revision was not supported in the pattern of balance effect on the pleasantness ratings.

초록

本 研究는 1979년까지 발표된 한국기업에 관한 실증적 연구를 概觀한 것이다. 帝業心理상과 經營学 分野의 碩士·博士学位論文과 研究報告書中에서 한국의 기업을 대상으로 실증적인 연구를 했던 것을 選定하여 그 内容과 結果를 主題別로 要約하였다. 選定된 38篇의 연구는 中心主题에 따라 다음과 같이 6 範疇로 분류하였다: (1) 動機(Herzberg, Maslow, Vroom의 動機理論 検証과 成就動機関発에 관한 연구), (2) 職務態度(士芄 종업원의 価値觀, 転職 및 觔續行態에 관한 연구), (3) 職務満足(직무만족의 因果関係에 관한 연구), (4) 리더쉽（리더의 性格과 類型, 리더쉽의 効果에 관한 연구), (5) 組織（非公式組織, 組槪均衡과 組織 効率性에 관한 연구), 그리고 (6) 安全과 事故(淹業災游의 心理的 原因에 관한 연구)이다. 끝으로 槪観의 대상이 되었던 연구들의 공통된 問題点과 았으로의 研究課題를 제시하였다.

Abstract

The present article reviewed empirical studies of industrial organizations existing in Korea as of 1979. Those articles which dealt with Korean industrial organization from the behavioral perspective were selected from among the research reports, master's theses, and doctoral dissertations in the areas of industrial psychology, organizational psychology, and business administration, and their contents and results summarized according to their themes. Selected studies were classified according to their central themes into the following six categories: (1) Motivation, (2) job attitude, (3) job satisfaction, (4) leader· ship, (5) organization, and (6) safety and accident. The common problems of these studies which were the object of this review were presented and the research task and direction of future industrial psychology in Korea suggested.

초록

新世代는 리이더쉽에 對하여 어떤 생각을 하고 있으며 또 民主的인 태도를 갖고 있는가를 알아 보고져 毎牢 서울의 特殊人学인 M人学의 新人生을 대상으로 1972年부터 1979年까지의 7 年間 (1978年度分은 資料紛失로 除外), K. Lewin이 分類한 세가지 類型<自由放任型, 民主型, 專制型>과 이 類型의 中間인 折衷型에까지 頌型 合計 7個類型에서 한 類型을 択하도록 하였다. 質疑者의 内容은 '將次 上司나 長'이 될 경우를 仮想하여 部下나 成員에 対하여 어떤 리이더쉽類型을 択하겠는가? 를 물을 수도 있으나 公式組織에서는 權威다 体面등이 反応을 왜곡시킬 가능성이 있으므로 간접적인 질문방식으로 自己 子女의 養育問題를 다루어 나의 子女를 키우고 싶은 리이더쉽 (자녀의 양육방식)을 選肢選択으로 표시하게 하였다. 그 결과는 다음과 같다. (1) 이들 大学生의 大多数가 民主一専制 折衷的인 것으로 보고 있다. (2)그 다음으로 이상적으로 생각하는 것은 좋아하는 것부터 차례로 民主, 自由放仟一民主, 및 自由放任一専制一民主의 折衷型이었고 下位그룹에는 由放任型 尊制型과 自由故任一専制의 折衷型으로 되어있다. (3) 1979년에는 전년에 비해 民主一専制의 折衷型이 줄고 民主型이 현저히 증가하는 추세를 보였다. 그 앞의 時期에는 年的인 별다른 趨勢를鲁 보기 힘들었다. 다만 民主型이 1972년에서 1977年까지 계속 감소추세를 보였다.

Abstract

In order to find out what the younger generation's ideal leadership type is and whether the young people have a democratic attitude, incoming freshmen of a college from ),972 through 1979 (except the year 1978 for which data are lost) were asked to indicate one preferred type from anong seven different leadership type itself, the question asked the subjects to choose one leadership type under which they would rather rear their children as parents. The number of subjects varied from year to year from 235 to 381. The principal findings were (1) the majority of the students considered a mixture of democratic and autocratic types as most ideal; (2) the next most preferred types, in the decreasing order, were the democratic type, the mixture of democratic and laissez-faire, and the mixture of democratic, autocratic, and laissez-faire The least preferred types were the laissez-faire type, the autocratic type, and the mixture of these two; and lastly (3) in 1979, as compared to previous years, the student preference for the mixture of democratic and autocratic declined while their preference for the democratic type clearly increased. The preference for the democratic type had been steadily decreasing since 1972 until 1977 before it showed all upturn in 1979.

초록

텔레비전 暴力이 青少年의 공격성에 미치는 影響에 대한 問題와 関聯해 相反되는 理論이 讨峙되어 왔다. 社会学習理論의 立場은 공격성의 増加를, 카타르시스의 立埸은 공격성의 诚少를 予測했다, 庚証的 研究의 結果而에서도 貫性을 発見하기 어렵다. 研究形態別로 結果의 傾向性을 考察할때, 먼저 調杏研究와 室験室荚験研究는 공격성의 増加傾向을 보이며, 現場実験研究는 無影饗쪽으로 기운다. 그러나 이같은 研究의 結果를 그대로 받아드리기 어렵다는 点에서 問題가 더 복잡해진다. 調丧研究의 人部分은 텔레비전暴力의 影饗与否를 本人自信에게 直接問議하는 過去指向的 自己報告方法을 使用한다는 点에서 応答의 妥当性이 問題된다. 実験室実験研究는 操作된 独立変因, 即 暴力場面이 実際의 텔레비전 暴力과 다르며, 知時間의 填力場面露出이란 点에서 外的妥当度의 問題가 深刻하게 대두된다. 끝으로 現場突験研究는 起験室実験研究의 脆弱点을 어느정도 감소시킬수 있다. 그러나 暴力埸曲을 長期問 自然스럽게 露出視聴시키기 어렵고, 多様한 事態下에서의 攻繫行動 覼察이 어렵다. 앞으로의 研究에서는 现場実験研究의 補強方法이 模索되어야 할것 같다. 即 比較的 長期問 多回数의 공격장면시청이 가능하도록 하는 独立変因處贗方案과, 攻擊性 即 從城変因의 測定이 多様한 自然參態에서 直接 또는 問接으로 測定할수 있는 方法論的 改善이 뒤따라야 하겠다.

Abstract

There has been a long controversy about the effect of TV violence on adolescents' aggression. Social learning theory predicts modelling effect of TV violence while catharsis hypothesis posits its' cathartic effect. Results of empirical studi.es on the issue revealed inconsistency. Survey and laboratory experiment studies tend to support the learning theory prediction while field experiment studies have been inclined to show negative data. Regardless of the results, most of those previous studies suffer from methodological weakness. Survey studies were mostly relied on retrospective type of self report on TV effect, which subsequently leads to validity problem and difficulty with causal interpretation of the obtained data. Laboratory experiments are susceptible to the question of external validity. The duration of exposure to violent scenes or acts was too short in comparison with TV exposure time in real life. The dependent measures, e.g., aggressive acts in laboratory studies were not the kind of antisocial aggression about which society has been concerned. Field experimental studies are considered superior in that it could reduce the: problem of external validity. However, further sophistications of field experiment in methodology are demanded. Time of exposure to violence needs to be lengthened and dependent measures of aggression are better obtained in diverse natural settings.

초록

Abstract

The usefulness of brainstorming as a group problem solving procedure was assessed by comparing the effects on performance of brainstorming instructions and nonbrainstorming instructions in real groups. There were four independent groups of subjects, each group working on two problems, one under brainstorming instructions and another under nonbrainstorming instructions. The order of problems and instructions were varied from group to gioup. Sixty-four undergraduates worked in 16 groups of four. The study was essentially a replication of Parnes and Meadow (1959) except that (1) as a measure of quality, quality ratings of the best ideas rather than the number of good ideas were used, and (2) group means rather than the means of individual subjects were used as data points in order to provide for more appropriate error term in the analysis of variance. Results showed that more ideas were produced when working under brainstorming instructions relative to non-brainstorming instructions, but the quality of the best ideas produced by individuals was not significantly different between the two kinds of instructions. The results on total output of ideas are consistent with the findings of the earlier study, but the results on quality are not. Brainstorming, which was originated and first used by Alex F. Osborn in 1939, has been subjected to experimental tests for its efficacy for a number of years. The methods used to test the technique, which allegedly promote creative thinking, varied from investigator to investigator. Hoffman (1965) and Zagona, Willis, and MacKinnon (1966) who reviewed experimental studies in this area identified three different categories of Studies, namely (1) those studies which compare individual problem solving with group problem solving; (2) those studies which compare between different group problem solving situations, and (3) brainstorming in individuals. The basic features or rules of brainstroming, which consist of (1) ruling out criticism, (2) encouraging "free-wheeling,"(3) an emphasis on quantity rather than quality, and finally (4) encouraging combination of and improvement over others' ideas (See Taylor, Berry, 8c Block, 1958), presuppose interaction among group members, and therefore the brainstorming in individuals does not represent a valid example of brainstorming technique. The studies which compared individual problem solving with groups solving problems under the condition of brainstroming typically used one or more nominal groups which are contrasted with real groups working under brainstorming instructions (e.g., Taylor, Berry, &: Block, 1958; Dunnette, Campbell, & Jaastad, 1963; Parnes & Meadow, 1963). A consistent finding seems to be that individual problem solving is superior to group problem solving when both are done under brainstorming instructions. When the effect of brainstorming is assessed by comparing a nominal group and a real group working under brainstorming instructions, what is actually evaluated may be a function of the difference between individual work and group work rather than the effects of brainstorming itself since individual working condition as against group working condition is the dominant feature separating a nominal group and a real group. A more appropriate procedure for assessing the effects of brainstorming instructions would be to compare two real groups, one performing under brainstorming instructions and another under non-brain storming instructions. There are two studies which studied brainstorming using the procedure recommended here. Meadow, Parnes, and Reese (1959) found that the group working under brainstorming instructions produced more ideas and more of better ideas. In this particular study, all subjects had previously received a semester of training in "creative problem solving methods." In a second study (Parnes & Meadow, 1959), the subjects did not receive this training prior to the experiment, but the study essentially duplicated the earlier study in its major findings. The present study is basically a replication of the Parnes and Meadow study. The present study differs from the study by Parnes and Meadow in two respects. As a measure of quality of the products, Parnes and Meadow (1959) resorted to counting the number of "good" ideas, a good idea being defined as an idea which is up to or exceeds a given standard. As will be developed in greater detail later, the present writers are of the opinion that a more adequate measure of the quality is not the number of good ideas but the goodness of the very best or of a select few best ideas, for in practical situations only the best idea or ideas count and less good ideas, no matter how good they may be, are by and large ignored so long as there is a definitely better idea. The second difference has to do with statistical procedure. In the last mentioned two studies, the investigators used individual subject's score as the unit of analysis instead of using group mean as the unit. Such a statistical procedure is likely to underestimate the within-group variance and thus become a cause for a Type I error. In the present study, this oversight was corrected by using group means as data points.